开放教育英语口语教学中合作学习实施的策略

合作学习是目前国内外普遍采用的一种极富实效性的教学理论与策略。然而,在实际的教学活动过程中,由于教师不注重小组成员的搭配,忽视对学生活动的指导,不重视发挥评价的作用等,造成合作学习流于形式。本文根据开放教育学生的学习特点,就英语口语教学中合作学习实施存在的问题,提出在合作学习过程中实施的策略。     

土地承包经营权入股农民股份合作社法律问题探析

我国对农村土地承包经营权入股农民股份合作社虽然出台了立法,但在解决错综复杂的实践问题上仍然力不从心。目前,我国农村土地承包经营权入股宜采取有限责任公司的模式,需要从健全土地承包经营权出资的评估机制、建立流转机制、完善公司治理结构和退出机制层面探索其运行模式,充分发挥土地承包经营权股权化在农村土地制度改革中的积极作用。     

临夏方言动词的“体”

临夏方言属于汉语西北方言中的一种特殊次方言,兼有兰银官话及中原官话的特点,还含有阿尔泰语成分。本文对临夏方言的"体"范畴(起始体、将然体、先行体、持续体、已然体、经历体、反复体、伴随体、短时体与尝试体)进行了探讨,并从语言接触的角度对部分现象予以解释。     

普通话动态腭位研究

被誉为“实时地看语音”的动态腭位技术可以显示发音过程的舌一腭接触图像,因此被广泛地应用于辅音的发音部位和发音方法的研究,特别是在协同发音的研究中有更大的应用价值。为此,我们在2001年建立了一个规模较大的《普通话语音动态腭位数据库》,共含有2081个音节。我们采用接触面积比、接触指数（CA、CC、CP）和约束度（CD）等指数研究了普通话辅音发音的生理特点和双音节环境中协同发音的情况。研究显示：这套指数对描述辅音的发音部位和发音方法是十分有效的;普通话鼻韵尾的变化是有规律的;辅音声母在协同学喜由曲铂甫序抽旱可而删的     

解读“豪杰译”

作为一种特殊的翻译现象,“豪杰译”是晚清小说翻译研究中很重要的一个方面。本文旨在阐释“豪杰译”的定义,进而在格莱斯（Grice）合作原则（Cooperative Principle）的理论框架下探讨“豪杰译”的特殊性,最后分析其形成的种种原因。     

基于期权与回购合同的供应链中断协调研究

研究了在需求不确定及供应可能发生中断的情况下,同时考虑订货过剩风险与短缺风险,构建了双重采购条件下期权合同与回购合同协调合作的三级供应链模型,通过设定相应参数达到供应链协调。供应链协调时的最优订货量及整体利润大于分散式模型;供应中断风险不影响价低不稳定制造商的订货量,而价高稳定制造商的订货量随风险增加而增加。     

灭蝇胺对蚯蚓的毒性效应研究

采用滤纸接触法和自然土壤法对内蒙古赤峰市周边地区蚯蚓进行染毒,研究了赤峰市周边地区普遍使用的灭蝇胺对蚯蚓的毒性效应。试验结果表明:两种方法均能引起蚯蚓中毒或死亡,滤纸法48h时灭蝇胺半致死浓度(LC50)为2.27g/L。自然土壤法14d时蚯蚓有中毒现象,但无死亡情况。     

娄底方言“子”缀词的形成及原因探讨

古代娄底表示＂儿子＂之称本用“崽”,“子”当是外方言的“舶来品”。从娄底各县市的方言语料中我们可以找到＂子＂缀词逐步形成与发展的轨迹,其过程分为两个阶段：一是早期形成的、以双音节为主的“子”缀词：二是现代强势方言影响而形成的、以三音节为主的“子”缀词。娄底方言“子”缀词的形成原因有二：一是语言创造的类推原则;二是历代北方移民及其语言的渗入。     

Changes in anatomy instruction and USMLE performance: Empirical evidence on the absence of a relationship

Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand‐alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores. Gross anatomy course directors at 54 United States schools provided information about their gross anatomy courses via an online survey (response rate of 42%). Survey responses were matched with USMLE scores for 6,411 examinees entering LCME‐accredited schools in 2007 and taking Step 1 for the first time in 2009. Regression analyses were conducted to examine relationships between gross anatomy instructional characteristics and USMLE performance. Step 1 total scores, Step 1 gross anatomy sub‐scores, and Step 2 CK scores were unrelated to instructional hours, controlling for MCAT scores. Examinees from schools with integrated curricula scored slightly lower on Steps 1 and 2 CK than those from stand‐alone courses (effect sizes of 2.1 and 1.9 on score scales with SDs of 22 and 20, respectively). Examinees with dissection and prosection experience performed slightly better on Step 2 CK than examinees in courses with dissection only laboratories (effect size of 1.2). Results suggest variation in course hours is unrelated to performance on Steps 1 and 2 CK. Although differences were observed in relation to curricular approach and laboratory experience, effect sizes were small. Anat Sci Educ 6: 3–10. © 2012 American Association of Anatomists.